CURRICULUM

IMPLEMENTATION
A good plan is work half done.
Curriculum implementation means putting into
practice the written curriculum that has been
designed in syllabi, course of study, curricular
guides, and subjects.

It is a process wherein the learners acquire the

planned or intended knowledge, skills, and attitudes
that are aimed at enabling the same learners to
function effectively in the society.
“Curriculum implementation is the
interaction between the curriculum
that has been written and planned
and the person in charge (teachers)
who are in charge to deliver it.”
Ornstein and Hunkins, 1998
Curriculum Implementation implies the ff;

• Shift from what is current to a new or

enhanced curriculum.
• Change in knowledge, actions, attitudes of the
person involved.
• Change in behavior using new strategies and
resources.

• Change which requires efforts hence goals

should be achievable.
“Curriculum implementation is trying
out of a new practice and what it
looks like when actually used in a
school system.”
Loucks and Lieberman, 1983
Where does
CURRICULUM
IMPLEMENTATION
TAKES PLACE?
 CLAS SCHOO
S L

DISTRI DIVISIO
CT N

THE WHOLE EDUCATIONAL

SYSTEM
Curriculum
Implementation
as a Change
Process
Kurt Levin’s Force Field Theory and
Curriculum Change
“In educational landscape, there are
always two forces that oppose each other.
When these two forces are equal, the
state is equilibrium, or balanced.
However, when the driving force
overpowers the restraining force, then
change will occur. When the restraining
force is stronger than the driving force,
changed is prevented.”
Kurt Levin, 1951
Force Field Theory and Curriculum Change
 Kevin’s Force Field Model

DRIVING FORCE E RESTRAINING FORCE

Government Intervention Q Fear of the Unknown
U
Society’s Value I Negative Attitude to Change
Technological Changes L Tradition Values
Knowledge Explosions I Limited Resources
B
Administrative Support R Obsolete Equipment
I
U
M
Categories of Curriculum
Change
McNeil, 1990
SUBSTITUTION
The current curriculum will be replaced or
substitute by a new one.
ALTERATION
Minor change is done to current or
existing curriculum.
RESTRUCTURING
Building a new structure would mean
change or modification in the school
system, degree program or educational
system.
PERTURBATIONS
These are the changes that are disruptive,
but teachers have to adjust to them within
a fairly short time.
VALUE ORIENTATION
Respond to shift in the emphasis that the
teacher provides which are not within the
mission or vision of the school or vice
versa.
THREE IMPORTANT
ELEMENTS OF
CURRICULUM CHANGE
1. DEVELOPMENTAL
It should be develop multiple
perspectives, increase integration, and
make learning autonomous, create a
climate of openness and trust, and
appreciate and affirm strengths of the
teacher.
2. PARTICIPATORY
For curriculum implementation to
succeed, it should be participatory,
specially because other stakeholders like
peers, school leaders, parents and
curriculum specialist are necessary.
3. SUPPORTIVE
Material support like supplies, equipment
and conductive learning environment like
classrooms and laboratory should be
made available.
DepED Order No. 70 s. 2012
Teachers of all public elementary and secondary schools will not be
required to prepare detailed lesson plans. They may adopt daily lesson logs
which contain the needed information and guide from Teacher Guide (TG)
and Teacher Manual (TM) reference material with page number,
interventions given to the students and remarks to indicate how many
students have mastered the lesson or are needing remediation.
However, teachers with less than 2 years of teaching experience shall be
required to prepare Daily Lesson Plans which shall include the following:
• Objectives
• Subject Matter
• Procedure
• Assessment
• Assignment
Starting the Class Right: Laying
Down the Curriculum Plan
Before the class begins everyday, a teacher must have
written a lesson plan. The main parts of a lesson plan
are (1) Objectives or Intended learning outcomes (ILO),
(2) Subject Matter (SM), (3) Procedure or Strategies of
Teaching, (4) Assessment of Leaning outcomes (ALO),
and (5) Assignment or Agreement.
Intended Learning
Outcomes (ILO)
These are the desired learning that will be the focus of
the lesson. Learning outcomes are based on Bloom’s
Taxonomy of Objectives presented to us as cognitive,
affective and psychomotor.
 Bloom’s Taxonomy (1956) vs
Revised Bloom’s Taxonomy
(2001)
Blooms Taxonomy (1956) Revised Blooms Taxonomy by
Anderson (2001)
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYZING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING

THREE MAJOR CHANGES IN REVISED TAXONOMY

a. Changing the names in the six categories from nouns to verbs.
b. Rearranging these categories
c. Establishing the levels of the knowledge level in the original version.
Cognitive Categories with the Example Key Word
(verb) of the Revised Version of Bloom’s Taxonomy

CATEGORIES EXAMPLE KEY WORDS

REMEMBERING. Recall or Defines, describes,
retrieve previous learned identifies, labels, lists,
information outlines, selects, states
UNDERSTANDING. Comprehend, explains,
Comprehend meaning, distinguishes estimates,
translation, state problem gives examples,
in own words, making interprets, predicts,
meaning. rewrites, summarizes
APPLYING. Use concept Applies, changes,
in new situation, applies computes, operates,
what has been learned in constructs, modifies, uses,
new situation. manipulates, prepares,
shows, solves.
ANALYZING. Separate Breaks down, compares,
materials or concepts into contrasts, diagrams,
component parts so that differentiates,
the organization is clear. discriminates, identifies,
Distinguishes between infers, outlines, relates,
facts and inferences. selects, separates
EVALUATING. Make Appraises, compares,
judgments about the criticizes, describes,
value of ideas or discriminates, evaluates,
materials. interprets, justifies,
summarizes
CREATING. Build a Composes, compiles,
structure or pattern from designs, generates,
various elements. Put modifies, organizes,
parts together to create a rearranges, reorganizes,
whole, to make new revises, rewrites,
meaning and structure. summarizes, creates
Higher Order Thinking Skils
HOTS

Creating Doing

Active
Evaluating Receiving and
Participating

Analyzing
Visual Receiving
Applying
Passive
Understanding
Verbal receiving
Remembering LOTS

Lower Order Thinking Skills

LEVELS OF
KNOWLEDG
E
FACTUAL KNOWLEDGE
These are the ideas, specific data or information
CONCEPTUAL
KNOWLEDGE
Words or ideas known by common features,
multiple specific examples which may either be
concrete or abstract. Concepts are facts that
interrelate with each other to function together.
PROCEDURAL
KNOWLEDGE
How things work, step-by-step actions, methods
of inquiry.
METACOGNITIVE
KNOWLEDGE
Knowledge of cognition in general, awareness of
knowledge of one’s own cognition or thinking
about thinking.
Intended Learning Outcomes (ILO) should be written in a
SMART way.
Specific
Measurable
Attainable
Result oriented
Time bound
II. SUBJECT MATTER or
CONTENT. (SM)
Comes from a body of knowledge (facts,
concepts, procedure and metacognition)
that will be learned through the guidance
of the teacher. Subject matter is the WHAT
in teaching.
III. PROCEDURE or
METHODS and
STRATEGIES
This is the crux of curriculum
implementation. How a teacher will put
life to the intended outcomes and the
subject matter to be used depends on this
component.
 WAYS OF TEACHING
DIFFERENT KINDS OF LEARNERS
1. Direct Demonstration Methods: Guided Exploratory/Discovery
Approach, Inquiry Method, Problem-based Learning (PBL), Project
Method.
2. Cooperative Learning Approaches: Peer Tutoring, Learning Action
Cells, Think-Pair-Share

3. Deductive or Inductive Approaches: Project Method, Inquiry-

based Learning

4. Other Approaches: Blended Learning, Reflective teaching, Integrated

Learning, Outcomes-Based Approach

Corpuz & Salandanan, (2013)

Teachers have to take consideration that the different strategies

should match with the learning styles of the students.
 THE MULTIPLE INTELLIGENCE
THEORY By Howard Garner

COMMON CHARACTERISTICS TIPS FOR TEACHERS ABOUT

LEARNERS
VISUAL- uses graphs, charts, Turn notes into pictures, diagrams,
pictures; tends to remember things maps. Learn the big picture first
that are written in form than details. Make mind maps and
concept maps.
AUDITORY- recalls information Record lectures and listens to
through hearing and speaking; these. Repeat materials out loud
prefers to be told how to do things “parrots”. Read aloud.
orally; learns aloud.
KINESTHETIC- prefers hands-on Learn something while doing
approach’ demonstrate how to do, another things (eat while
rather than explain, likes group studying). Work while standing.
work with hands on-minds on. Like fieldwork. Do many things at
one time.
Teaching and learning must
be supported by instructional
materials (IMs)
Instructional materials should implement
VISUAL, AUDITORY and TACTILE or a
combination of the three.
 CONE OF LEARNING
After 2 weeks Nature of Involvement
we tend to remember

10% of what we READ Reading Verbal Receiving

20% of what we HEAR Hearing

PASSIVE
Words
30% of what we SEE Looking at
Pictures
Watching a Movie
50% of what we Looking at an Exhibit Visual Receiving
HEAR & SEE Watching a Demonstration
Seeing it Done on Location

70% of what we Participating a Discussion Receiving/Participating

ACTIVE
SAY Giving a Talk
Doing a Dramatic Presentation
90% of what we Simulating the Real Experience Doing
SAY & DO Doing the Real Thing

Source: Edgar Dale, Audio-Visual Methods in Teaching (3 rd Ed.) Rinehart and Winston (1969)
What instructional
support materials will
the teachers use,
according to the
learning styles and
the outcomes to be
achieved?
1. Use direct purposeful experience through
learning by doing retains almost all of the
learning outcomes. Ninety percent of learning is
retained. Examples are field trip, field study,
community immersion, practice teaching.

2. Participation in class activities, discussion,

reporting and similar activities where learners
have the opportunity to say and write. Seventy
percent of learning is remembered. Examples
are small group discussion, buzz session,
individual reporting, role play, panel.
3. Passive participation as in watching a movie,
viewing exhibit, watching demonstration will
retain around 50% of what has been
communicated.
4. By just looking at still pictures, paintings,
illustrations and drawings, will allow the
retention of around 30% of the material content.

5. By hearing as in lecture, sermon,

monologues, only 20% is remembered.

6. Reading will ensure 10% remembering of the

material.
 ASSESING ACHIEVED
OUTCOMES
At the end of the activity, the teacher will find out
if the intended learning outcomes (ILO) have been
converted into Achieved Learning Outcomes
(ALO).

The rule of thumb is what has been taught should

be measured, to find out if the intended outcomes
set at the beginning has been achieved.
The Role of
Technology in
Delivering the
Curriculum
Technology plays a crucial role in delivering instruction to learners.
Technology offers various tools of learning and these range
from non-projected and projected media which the teacher can
choose, depending on what he sees fit with the intended
instructional setting.
NON-PROJECTED MEDIA PROJECTED MEDIA
Real objects Overhead transparencies
Models Opaque projection
Field trips Slides
Kits Filmstrips
Printed materials (books, Films
worksheets) Video, VCD, DVD
Visuals (drawings, photographs, Computer / Multimedia
graphs, charts, posters) Presentations
Visual boards (chalkboard,
whiteboard, flannel board)
Audio materials

Types of Instructional Media /

Technology
Factors in Technology
Selection
In deciding on which technology to use from a wide range of media
available, the factors on which to based selection are:
PRACTICALITY
Is the equipment (hardware/software) already
prepared or available? If not, what would be the
cost in acquiring the equipment or producing
the lesson in audial or visual form?
APPROPRIATENESS IN
RELATION TO THE
LEARNERS
Is the medium suitable to the learners’ ability to
comprehend? Will the medium be a source of
plain amusement or entertainment, but not
learning?
ACTIVITY/SUITABILITY
Will the chosen media fit the set instructional
event, resulting in either information,
motivation, or psychomotor display?
OBJECTIVE-MATCHING
Overall, does the medium help in achieving the
learning objective(s)?
The Role of
Technology in
Curriculum Delivery
For now, the primary roles of educational technology in
delivering the school curriculum’s instructional programs
have been identified:
• Upgrading the quality
of teaching-and-
learning in schools.
• Increasing the
capability of the
teacher to effectively
inculcate learning, and
for students to gain
mastery of lesson and
courses
• Broadening the delivery of
education outside schools
through non-traditional
approaches to formal and
informal learning, such as
Open Universities and
lifelong learning to adult
learners.
• Revolutionizing the use of
technology to boost
educational paradigm shifts
that give importance to
student-centered and holistic
learning.
Stakeholders in
Curriculum
Implementations
Stakeholders are individuals or institution that are
interested in the curriculum. They get involved in many
different ways.
 Curriculum Stakeholders
1. Learners are at the core of the curriculum
• Learners have more dynamic participation from the planning,
designing, implementing, and evaluating.

• The learners can make or break curriculum implementation by

their active or non-involvement.

• Learners together with the teachers put action to the

curriculum.
• The fundamental question asked is: HAVE THE STUDENTS
LEARNED?

• Learners can make the curriculum alive.

2. Teachers are curricularist
• Teachers are stakeholders who plan, design, teach, implement
and evaluate the curriculum.

• Teachers foster better learning but they need to continue with

their professional development to contribute to the success of
the curriculum implementation.

• Teachers should have full knowledge of the program

philosophy, content and components of curriculum and ways
of teaching.
• The teachers must be very reflective. They should put their
hearts into what they do. They are very mindful that in the
center of what they do, is the LEARNER.
3. School leaders are curriculum managers
• Principals and school heads must understand fully the need
for change and the implementation process.

• They should be ready to assist the teachers and the students

in the implementation.

• Convincing the parents on the merits of the new curriculum is

job of the school heads.

• They should be committed to change and should employ

strategies to meet the needs of the teachers, and learners like
buildings, books, library and other needed resources.
4. Parents
• Parents are significant school partners.

• Schools need to listen to the parents’ concerns about school

curriculum like textbooks, school activities, grading systems
and others.

• They can also be tapped in various co-curricular activities as

chaperones to children in Boy and Girl Scouting, Science
camping, athletic meet and the like.

• Parents may not directly be involved in curriculum

implementation, but they are formidable partners for the
success of any curriculum development endeavor.
5.Community as the Curriculum
Resource and Learning Environment
• “It takes the whole village to educate the child” goes
the statement of former First Lady Hilary Clinton

• The community is the extended school ground, a learning

environment.

• The rich natural and human resources of the community can

assist in educating the children.

• The community is the reflection of the school’s influence and

the school is a reflection of the community support.
 6. Other Stake Holders in Curriculum
Implementation and Development
• These are agencies and organizations that are involved in the
planning, design, implementation, and evaluation of the school
curriculum. To name a few, the lists follows.
GOVERNMENT AGENCIES NON-GOVERNMENT AGENCIES
DepEd Gawad Kalinga
TESDA Synergia
CHED Metrobank Foundation
Professional Regulation Commission Philippine Association For Teachers and
(PRC) Educators (PAFTE)
Civil Service Commission (CSC) State Universities and Colleges
Local Government Units (LGU) Teachers Educators Association
(SUCTEA)
National Organization of Science
Teachers and Educators (NOSTE)
Mathematics Teachers Association of
the Philippines (MTAP)
• Non-government agencies are organizations and foundations that
have the main function to support education
A school curriculum, whether big or small
is influenced by many stakeholders. Each
one has a contribution and influence in
what should replace, modify and
substitute the current curriculum. Each
one has a significant mark in specific
development and change process of
curriculum development.

Prepared by:
Miss Almira O. Dote
BSEd-Qualifying
THE END